Editorial: Instrumental Learning in Children With Attention-Deficit/Hyperactivity Disorder: A Rewarding Review...

The mechanisms underlying attention-deficit/hyperactivity disorder (ADHD) continue to elude researchers, hindering efforts to improve diagnosis and treatment of the disorder.¹ Notably, mechanisms such as operant conditioning, or instrumental learning, have been surprisingly underemphasized in the ADHD literature. This is curious given that behavioral interventions, which rely on the principles of operant conditioning, are one of only a few well-established interventions for ADHD.² In this issue of the Journal, Hulsbosch et al.³ sought to answer critical questions regarding instrumental learning in children with ADHD through a systematic review that updates and extends prior reviews.⁴.